AAUSC 2007 From Thought to Action: Exploring Beliefs and Outcomes in the Foreign Language Program

by Siskin, H. Jay; Blyth, Carl

• ISBN13: 9781428230118
• ISBN10: 1428230114
• Edition: 1st
• Format: Paperback
• Copyright: 2007-11-02
• Publisher: Cengage Learning

Summary

AAUSC 2007: FROM THOUGHT TO ACTION: EXPLORING BELIEFS AND OUTCOMES IN THE FOREIGN LANGUAGE PROGRAM is the new volume in the annual program published by Heinle on behalf of the American Association of University Supervisors, Coordinators, and Directors of Foreign language programs (AAUSC). The series contains articles on the topic of advanced foreign-language learning. This volume contains thirteen authoritative articles that offer multiple strategies for eliciting and articulating beliefs and expectations from both professors and students in foreign language instruction. The original articles examine the topic from five perspectives: Historical Perspectives, Curriculum Development, Student Beliefs and Learning, Beliefs and TA Training, and Administration and Assessment. This volume sheds light on differing perspectives of the methods, contents and goals in the foreign language classroom in the hopes that it will diminish the discordance between teacher and student expectations, thus eliminating a source of common frustration in the class experience.

Table of Contents

Acknowledgments	p. vii
Editorial Board	p. viii
Preface	p. ix
Introduction	p. x
Historical Perspectives	p. 1
Why Student Beliefs about Language Learning Matter: Issues in the Development and Implementation of the Beliefs about Language Learning Inventory	p. 2
Teacher Beliefs in Second and Foreign Language Teaching: A State-of-the-Art Review	p. 9
Curriculum Development	p. 29
The Impact of Teachers' Beliefs on Implementing Curricular Changes	p. 30
Portrait of a Teacher: Beliefs on Feedback and Revision in the Foreign Language Classroom	p. 48
Instructors and Administrators' Beliefs within a Spanish LSP Program	p. 67
Goals, Beliefs, and Outcomes of an Elementary Japanese Program: Implementation of Chunk Learning in the Development of Interpersonal Communication Ability	p. 92
Student Beliefs and Learning	p. 111
False Beginners' Transition to College-Level Foreign Language Classes: Beliefs, Expectations, and Cultures of Learning	p. 112
Persistence in Foreign Language Study: An Investigation of Learners' Beliefs	p. 135
Before and After 101: Change in Learners' Attitudes in the Italian as Foreign Language Classroom	p. 155
Beliefs and TA Training	p. 187
TAs and Grammar Teaching: Beliefs, Knowledge, and Education	p. 188
Teacher Self-Efficacy of Graduate Teaching Assistants of French	p. 213
Administration and Assessment	p. 235
From Thought to Advising: Exploring Academic Advisors' Beliefs about Foreign Language Learning	p. 236
Student Evaluations and Teacher Assessment: How Much is the Course a Reflection of the Teacher?	p. 245
Contributors	p. 262
AAUSC Information	p. 266
AAUSC Application	p. 268
Table of Contents provided by Ingram. All Rights Reserved.